• Journal of Music and Human Behavior
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• v.19 no.2
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• pp.1-26
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• 2022

This review was conducted to identify the research trends in music intervention studies with elderly patients with dementia. Korean- and English-written studies on music intervention for this population were searched and analyzed. Seventeen studies were included in the final analysis. The results showed that behavioral and psychological symptoms were the main dependent variables. In terms of the type of music intervention employed, interventions requiring the patient's active participation in producing music were more common than interventions that required the patient to only listen to music. The majority of studies provided live music, selected music that was familiar to and preferred by the patient, and utilized rhythm-based performance activities. In the studies using active music production as the intervention, the participants were asked to express the emotions evoked by group instrument playing or singing along with music, which doesn't reflect the functional limitations (e.g., cognitive impairment) of elderly patients with moderate to severe dementia. The results of this review point to the need in the field to develop music intervention programs for the elderly with moderate to severe dementia that meaningfully engage these patients in music-related behaviors that target their specific symptomology.

• Journal of Music and Human Behavior
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• v.13 no.1
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• pp.89-110
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• 2016

This study examined the effect of an interactive instrument playing program on the social interaction of adults with autism spectrum disorder (ASD). A single subject design with multiple baselines across participants was applied, and three adults with severe ASD in their late 20s living at a group home participated in this study. Participants received a total of 25 group sessions. During the intervention, participants engaged in structured instrument playing in which initiation and response to socially interactive behaviors were musically cued, and target behaviors were reinforced in the musical environment. At pre- and posttest, the frequency of initiation of and responding to social interaction behaviors were recorded and analyzed. The results of this study showed that the frequency of both initiation of, and response to, social interaction increased for all participants during the intervention phase, compared to the baseline phase. This result demonstrates that interactive instrument playing increased social behaviors of adults with ASD. It also shows that musically delivered social information can facilitate adults with ASD understanding the intention of social partners in social contexts and motivate this population to engage in social interaction.

• Journal of Music and Human Behavior
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• v.21 no.2
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• pp.107-134
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• 2024

This study aims to classify the semantic words commonly used to evaluate sound quality and to analyze their differences in reflecting the level of musical stimuli. Participants were thirty-one music majors in their 20s and 30s, with an average of 9.4 years of professional training. Each participant listened to nine pieces of music with variations in texture and instrument type and evaluated them using 18 pairs of semantic words describing sound quality. A factor analysis was conducted to group words influenced by the same latent factor, and a multivariate ANOVA determined the differences in ratings based on texture and instrument type. Radar charts were also drawn based on the identified sets of semantic words. The results showed that four factors were identified, and the word pairs 'soft-hard,' 'dull-sharp,' 'muddy-clean' and 'low-high' showed significant differences based on the level of musical stimuli. The radar charts effectively distinguished the sound quality evaluations for each music. These results indicate that developing Korean semantic words for sound quality evaluation requires a structure different from the previous categories used in Western countries and that linguistic and cultural factors are crucial. This study will provide foundational data for developing a verbal sound quality evaluation framework suited to the Korean context, while reflecting acoustic attributes in music listening.

• Journal of Korea Game Society
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• v.11 no.6
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• pp.3-11
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• 2011

The sound of digital media would be able to perform communication by stimulating body's senses. Because the sound stimuli could arouse a person into the physiological excitement and sensitivity, which appear as the changes of heartbeat, blood pressure, brain waves(EEG) signals. In this paper, we would like to examine whether the game music mixed with relaxing white noises has an effect to relax game player or not through the EEG changes of game players. For the experiment, we divided game players into group A that plays game while hearing game music mixed with white noises, and group B that plays game while hearing game music not mixed. And we measured the EEG changes of the prefrontal lobe between two groups. The result shows that the game music mixed with white noises has an relaxing effect for the left brain, but fall short of the expectations for the right brain. It would be a basic research which will contribute to the development of serious games for psychotherapy using relaxing white noises.

• Journal of Music and Human Behavior
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• v.17 no.1
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• pp.25-50
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• 2020

This case study explored changes in resilience of North Korean defector adolescents who underwent supportive music psychotherapy that included song discussion and song writing. Participants were three adolescents who escaped from North Korea. Sixty-minute sessions were conducted twice a week over four weeks for a total of seven sessions. The sessions were constructed to enhance hardiness and goal-directedness and used the process of discussing song lyrics, writing original lyrics, and composing music to help the participants strengthen their inner resources and identify healthier and more adaptive strategies for living in South Korea. The resilience scale measured at pre- and post-intervention showed that all participants increased their total scores and subscores related to hardiness and goal-directedness. Also, observation and analysis of their behavior, verbal responses, and lyric writing during the sessions revealed that the participants engaged more in the song-based music therapy process as the sessions went on and also expressed more positive perceptions of their ability to manage challenges and stress. These results indicate that active engagement in decision-making related to creating lyrics and composing music helped the North Korean defector adolescents to perceive themselves as capable of coping with stressful situations and independently solving problems, which are important for enhancing resilience.

• Journal of Music and Human Behavior
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• v.5 no.2
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• pp.41-66
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• 2008

This study investigated the effects of traditional percussion improvisation to hearing-impaired college students who are under stress. For the research, between 21 to 22 years old four hearing-impaired college students, who could do lip reading, were chosen. In quantity program, improved version of college student stress measuring method which invented by Gyoung-gu Jun and Gyo-hyeon Kim(1991) were applied, and graphs has been used for analysis. In quality program, for reliability, the researcher and two music therapists observed and analysed it. The period of research was from Dec 26, 2007 to Feb 21, 2008. There were total twenty sessions and two sessions were assigned for each week. One was 40 minutes individual session, and the other one was 50 minutes group session. Even though auditory function is critical in music playing or listening, this study showed the positive results of the therapeutic use of music on stress management for college students with hearing impairment. Future studies are important to continue to investigate the effectiveness of music therapy for hearing impaired clients who are under stress with various age range.

• Journal of Music and Human Behavior
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• v.21 no.1
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• pp.1-27
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• 2024

This study investigates the link between music integration in the lives of adults in their twenties and their school music experiences. Ten individuals in their twenties were interviewed to explore their experiences based on the self-determination theory's fundamental psychological needs (autonomy, competence, and relatedness). Participants were categorized into an active music engagement group (5 individuals) and an inactive group (5 individuals) for individual interviews. Transcripts were analyzed following the five steps of grounded theory data analysis technique. Results indicated a strong connection between music activities during school years and current motivation for music integration, associated with the fulfillment of psychological needs outlined in the self-determination theory. Particularly, this study identified the instructional methods, school music activities, and performance evaluations as closely related to autonomy, competence, and relatedness. It offers a comprehensive analysis of how experiences in these areas during school music activities correlate with values and motivations for music integration in adulthood. Additionally, the study suggests ways to promote the voluntary incorporation of music into life through positive experiences of autonomy, competence, and relatedness in music activities.

• Journal of Music and Human Behavior
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• v.16 no.1
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• pp.47-72
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• 2019

This study reviewed and analyzed English-written studies using a rhythmic tapping task for motor control of children with autism spectrum disorder (ASD). Inclusion criteria for the participants were children with ASD and typically developing (TD) children. The keywords used for the outcome variables included rhythmic tapping, timed movement, and synchronization. Ten studies were included in the final analysis. The included studies were analyzed in terms of target variables, auditory stimuli, and measurements. A meta-analysis was also conducted to examine how children with ASD performed rhythmic tapping tasks compared to children with TD. In the identified studies, five variables were used: timed movement control, timing reproduction, bimanual coordination, synchronization, and interpersonal synchronization. It was found that rhythmic tapping performance was analyzed in terms of accuracy and precision of the movement and reported as significantly correlated to social skills measures. The meta-analysis results showed that there were no significant differences between the ASD and TD groups in continuing rhythmic movements when the presented auditory stimuli ended, whereas there were significant group differences in their ability to maintain their motor performance consistently and to synchronize with auditory cue or with others. These results support the rhythmic tapping task as an effective measure for not only motor control but also social skills development in children with ASD.

• Journal of Music and Human Behavior
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• v.2 no.2
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• pp.33-56
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• 2005

The purpose of this study is to measure the effect of musical activities on children's aggressiveness using percussion playing through case studies and to present the therapeutic programs. Musical activities using percussion playing were organized for three aggressive children. Twenty-one small group sessions were conducted over seven weeks with 30 minutes given each session. Fourth-grade children involved in using Aggressiveness Measuring Tool for Teachers-revised by Gwak Geum-Joo(1992) was selected for case studies. Children's impulsiveness was also tested through self-test measuring tool for impulsiveness-revision of 16 questions used by Cho Hae Yeon (2001) and Lee Joo Shik (2003). As quantitative method, comparative analysis was made between the pre and post test results using measuring tools for aggressiveness and impulsiveness of children as well as between aggressive behaviors occurring in the initial stage of the first three sessions and in the latter stage of the last three sessions. Qualitative method was used at the same time to examine the effect of percussion playing on children. After the musical activities, child A showed reduced Aggressive Measuring Tool scores from 19 to 18, with child B from 23 to 19 and child C from 21 to 18. The results show that occurrence of aggressive behaviors were lowered in the post test. Impulsiveness Measuring Tool scores in the post test were decreased as well in all three children. During the music therapy programs, it was also observed that the frequency of the target behaviors in all three children has reduced more in the latter stage than the initial stage of music therapy. The qualitative findings indicate that the children experienced releasing stress through self-expression after percussion playing. These findings indicate therapeutic effectiveness of music therapy using on percussion playing in reducing aggressiveness of children as well as the effectiveness of percussion as a therapeutic intervention for aggressive children. These results can be adapted and reapplied by teachers in primary schools to approach children with behavior problems, and can present a useful therapeutic approach to therapists practicing in clinical environments.

• Journal of Music and Human Behavior
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• v.18 no.2
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• pp.45-66
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• 2021

This study aimed to develop a group rap making program and examine its applicability to improve communication skills of adolescents with mild intellectual disabilities (ID). Three adolescents with ID participated in a total of six 50-minute group sessions over 4 weeks. The group rap making program included three stages: understanding the context of communication, learning how to communicate with others, and applying the communicative behaviors in a group setting. To examine changes in the participants' communication skills, the rap lyrics constructed by participants were analyzed and communicative behaviors were observed during sessions and analyzed in terms of asking questions and providing information to others. Also, a social communication skills checklist was rated by the participant's caregivers. The analysis of rap lyrics showed that the expressions included in the rap were diversified as the session proceeded. Changes in observed behaviors supported that participants became to engage in communication with others more actively in order to complete the group rap. While the social communication skills checklist tended to increase, there was a difference in degree of change depending on the level of language communication skills. These results indicate that a group rap making can be an effective option for these adolescents to learn how to communicate with their peers, which presents implications for how rap making can be used for therapeutic purpose with more diversified population.